2. Martin Kelly

3. Using the Tutor Guide: Communication Units in HNCs and HNDs The purpose of this document is to provide a selection of formative exercises that will: Provide interesting exercises to motivate learners Increase learners’ confidence in their ability to communicate effectively in English Prepare learners to successfully pass the summative assessments

4. Communication Units in HNCs and HNDs Introduction Planning for the delivery of communication Introducing learners to communication skills Ways to communicate Developing English language skills FAQs

5. Getting Started

6. Planning for the delivery of communication Icebreaker activities Practical activities Sample activities

7. Introducing learners to communication skills Self-reflection Developing a learning plan Teaching & learning resources Formative & summative work

8. Ways to communicate Spoken communication Written communication Social media communication Language skills review – own language; English language Learning plans

9. Developing English Language Skills Outcome 1: Reading Identifying the writer’s purpose: Think of 10 purposes a writer may have. Write these using the infinitive form of the verb.

10. Examples of Purpose To give or ask for information To give instruction To persuade To sell, promote/market To report To evaluate To complain To respond to others To make recommendations To encourage

11. Approaches to Outcome 1 Reading 1.Discussing newspaper articles : impact of language and tone on the reader. 2.Collecting useful words and expressions – personal dictionary. 3.Examining ways in which a communication could be improved e.g. adding graphics, changes to language, structure, layout.

12. Approaches to Outcome 2 Writing Try the portfolio of business writing approach rather than one 1500 word report (SCQF level 7) 1.Write an 800 word report 2.Produce notice of a meeting, agenda, minutes, emails, business letters – total 700 words 3.Use this material as a basis for Outcome 3

13. Report Writing Encourage students to write reports about areas of interest. This will prepare them for the business report assessment. For example: Improving canteen facilities in the university Music business Sport business Fashion business

14. Approaches to Outcome 3 Talking and listening 1.Create a comfortable environment 2.Ask students to state their names before they begin 3.Write down questions and points made on whiteboard 4.Positively reinforce contributions

15. Guiding a discussion Keep the discussion focused. Draw students into the discussion. What is your view? How do you feel about that? Clarify contributions – ask student to clarify a point, encourage them to give examples. Refer to useful phrases and common business expressions in the Guide.

16. Frequently Asked Questions (FAQs) There is a FAQ section in the Guide giving answers to many questions tutors ask. This will be updated as and when new questions arise. Check the web site for updates periodically: http://cn.sqa.org.uk

17. Workshop: The importance of good punctuation.

18. Workshop Group Exercise: Punctuation Punctuate the following correctly. “A woman without her man is nothing.”

19. Workshop Group Exercise: Spelling Explain this: Ghoti is pronounced fish.

20. Workshop Group Exercise : Spelling ghoti gh as in enough(ɪˈnʌf) o as in women(wɪmɪn) ti as in nation(neɪʃ(ə)n)

21. Workshop Group Exercise : Speaking It’s not what you say, it’s the way that you say it. Explain the difference in each of the following sentences. I sent him a letter. I sent him a letter

22. Sharing Good Practice 1.What strategies do you employ to motivate your students? 2.How do you encourage students who are reluctant to participate in oral communication? 3.What additional learner support do you offer your students? 4.Comment on the support materials on the website.